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Significance of Evidence in Assessing 21 st Century Skills

Significance of Evidence in Assessing 21 st Century Skills. Dr. Priyanka Sharma Research Officer, CAER. CBSE- CAER International Conference 28-29 April 2014. Significance of 21 st Century Skills. 21 st Century Contexts Global citizenship Knowledge-and-intelligence-based economy

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Significance of Evidence in Assessing 21 st Century Skills

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  1. Significance of Evidence in Assessing 21st Century Skills Dr. Priyanka Sharma Research Officer, CAER CBSE- CAER International Conference 28-29 April 2014

  2. CBSE-CAER International Conference, 28-29 April 2014

  3. Significance of 21st Century Skills • 21st Century Contexts • Global citizenship • Knowledge-and-intelligence-based economy • Dominance of tertiary or service sector in global economy • Unprecedented growth in ICTs • Sustainability issues 2005 Cont. CBSE-CAER International Conference, 28-29 April 2014

  4. Significance of 21st Century Skills T H E G A P (source: Are they really ready to work. 2006. P21) CBSE-CAER International Conference, 28-29 April 2014

  5. D E C I S I O N M A K I N G CBSE-CAER International Conference, 28-29 April 2014

  6. 21st Century Systems to Nurture 21st Century Skills • What is needed • 21st Century Standards and Assessment • 21st Century Curriculum • 21st Century Teaching Learning Methods • 21st Century Learning Environments • 21st Century Professional Development CBSE-CAER International Conference, 28-29 April 2014

  7. Standards and Assessments - Starting Point for 21st Century Systems CBSE-CAER International Conference, 28-29 April 2014

  8. What Kind of Assessment is Needed E V I D E N C E • Encourages students to monitor their own progress and demonstrate evidence of their learning • Provides sufficient information to teachers • Enables concerned stakeholders to track the current position of the student against the destination • Helps students, teachers and parents plan the developmental journey • Technical Criteria- Validity, Reliability, Fairness, Scalability, Comparability CBSE-CAER International Conference, 28-29 April 2014

  9. Basic Steps of Evidence Based Assessment CBSE-CAER International Conference, 28-29 April 2014

  10. Framework of 21st Century Skills • Partnership for 21st Century Skills • (P21 task force) • Learning and Innovation Skills • Life and Career Skills • National research Council, USA • Cognitive Skills • Interpersonal Skills • Intrapersonal Skills • Assessment and Teaching of • 21st Century Skills (ATC) • Ways of thinking • Ways of working • Tools for Working • Living in the world • Critical Thinking & Problem Solving • Creativity & Innovation • Flexibility/Adaptability • Collaboration & Social Skills • Media Literacy & IT Skills • Communication/ presentation • Self awareness & self regulation • Metacognition CONT. CBSE-CAER International Conference, 28-29 April 2014

  11. The National Curricular Framework, India Life Skills (co-scholastic skills) • Work Education Dispositions CBSE-CAER International Conference, 28-29 April 2014

  12. Challenges of Collecting Evidences of 21st century Skills • Several of these skills embody non cognitive and metacognitive • domains of learning • Inadequate understanding of manifestation of non cognitive and • metacognitive domains What can we do to ? • Describe what it means to grow in each of the domain/criteria • Develop exemplars of appropriate behaviour- how do students of a specific age group demonstrate these behaviour CBSE-CAER International Conference, 28-29 April 2014

  13. Source: How Students Learn Science CBSE-CAER International Conference, 28-29 April 2014

  14. A Segment of Developmental Continuum of Critical Thinking Accurate interpretation of evidences, statements, graphics, questions, information, or other’s view point; Identification of propositions-arguments and logical reasons; Thoughtful analyses and evaluation of alternative strategies and view points; Drawing evidence based valid conclusions and justifying findings and results; Considering other’s views for decision making Biased/Inappropriate interpretation of evidences, statements, graphics, questions, information, or other’s view point; Identifies propositions-arguments and reasons logically; analyses obvious alternatives, but hardly/superficially evaluates others view points; draws evidence based conclusions and but seldom justifies findings and results; values ideas and opinions of others Misinterpretation of evidences, statements, graphics, questions, information, or other’s view point; Fails to identify relevant propositions and arguments; Ignores alternative strategies and other view points; Draws invalid conclusions and defends based on pre-conceptions; Indifferent to other’s views CBSE-CAER International Conference, 28-29 April 2014

  15. Collection of Evidence- Sources CBSE-CAER International Conference, 28-29 April 2014

  16. Collection of Evidence - Questioning PROBLEM SOLVING ASSESSMENT- Large Scale Paper Pencil Test Language Conventions Qualitative Reasoning Quantitative Reasoning CBSE-CAER International Conference, 28-29 April 2014

  17. Collection of Evidence - Observation • Observing students who are engaged in learning • Provides continuous information about students’ strengths and challenges and help to locate a child by assimilating these evidences • Observation might be – direct/indirect • - formal/informal • Suitable for individual or group behaviour Cont. CBSE-CAER International Conference, 28-29 April 2014

  18. Collection of Evidence - Performance Assessment • Form of assessment that requires students to construct a response, create a product or demonstrate application of knowledge and skills in real life like situations • Involve • activities for which there is no single correct answer • assessing groups rather than individuals • tasks that would continue over an extended period of time • self evaluation or performances • higher level cognitive skills, social skills and intrapersonal skills • real world contexts and constraints • assessment of directly observable behaviour • immediate feedback to students about their strengths and areas of improvement • Might be product or process assessment CBSE-CAER International Conference, 28-29 April 2014

  19. Recording Evidence • Scored responses - dichotomous/partial credit • Checklist • Rating scales • Rubrics • Anecdotes • Progress Map • Categorisation of qualitative responses Important Consideration Data must be sufficient, but manageable and directly tied to decision-making Information needs to be strong enough to support professional judgement about student’s achievement level and further journey CBSE-CAER International Conference, 28-29 April 2014

  20. Recording Evidences- Checklists Checklists and Observation Schedules are assessment tools that help teachers gather information about pre determined learning behaviours through observation. Check list for assessment of problem solving skills • Makes efforts to understand the task before attempting Yes/No • Relates task to my knowledge and understanding Yes/No • Draws a mind map of all information, requirements Yes/No • of the task and possible solutions before attempting the task Yes/No • Determines steps of a tasks, before starting the work Yes/No • Carefully plans steps of action Yes/No • Thinks through the steps while working Yes/No • Tries more than one way while working Yes/No • Evaluates how much work is left, how much has been achieved Yes/No • Questions – what I need to know in order to accomplish a task Yes/No • Discovers the main ideas in a task Yes/No • Any other CBSE-CAER International Conference, 28-29 April 2014

  21. Recording Evidence- Rating Scale (Source of evidence- Portfolio or anecdotes) CBSE-CAER International Conference, 28-29 April 2014

  22. Recording Evidence - Rubrics • are guidelines for recording evidence, in which assessment criteria are combined with rating scale • lists a set of criteria that define and describe the important • components of the skill • specifies the level of performance for each of the criteria • focus on the quality of the product/process and not the quantity Information literacy skills Content standard: Researches and Evaluates Information Measurable Learning Outcome: uses a variety of appropriate tools to note observations and represent information CBSE-CAER International Conference, 28-29 April 2014

  23. Analytic rubrics (Problem solving) CBSE-CAER International Conference, 28-29 April 2014

  24. Using Evidence - Estimating student’s achievement CBSE-CAER International Conference, 28-29 April 2014

  25. Closing the Loop Assessing with Purpose Meaningful Reporting and Feedback Focus on Enablers and Drivers CBSE-CAER International Conference, 28-29 April 2014

  26. Thank You CBSE-CAER International Conference, 28-29 April 2014

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